Suzanne M. Henseler Quidnessett Elementary School, situated in North Kingstown, Rhode Island is a public school that caters to 270 fourth and fifth graders. Students are continuing their elementary education from Davisville, Fishing Cove, and Forest Park Elementary schools, as well as students living in the Quidnessett area of North Kingstown. There are thirty three teachers, with a ratio of ten students to one teacher (North Kingstown School Department, 2009).
This analysis will use statistics to look at the success rate and economy of the community surrounding Quidnessett Elementary (North Kingstown), the district that the school is in (North Kingstown), and the school’s success rate itself. I am focusing upon demographics such as diversity, special programs (special education and English as a second language), and economic wealth of the students. This report is intended to inform anyone who wishes to compare the diverse and economic status of families with children in the North Kingstown School Department with a more diverse community and residents and families of a low economic status.
Community Background
According to the United States Census, the population of North Kingstown in 2000 was 26,326. In 2008, there is an estimated population of 26,539. The estimated median family income of North Kingstown residents between the years of 2005 and 2007 is (in 2007 inflation-adjusted dollars) $87,668 compared to the national average of $60,374.
District Summary
North Kingstown is a suburban community in Washington County, Rhode Island. The total population of North Kingstown in the year 2000 is 26,326 (US Census, 2009). According to Rhode Island Kids Count, the total child population of the North Kingstown school district in 2000 is 6,848 compared to the Rhode Island state population of 247,822. (RI Kids Count!, 2009) 83.2% of North Kingstown students are in the public school system compared to the 83.7% of Rhode Island students (Information Works!, 2009).
There are currently 4,528 students and 437 teachers in the North Kingstown School District. 95% of students are of European-American or White decent (Information Works!). The median income in North Kingstown in 2000 was $60,027 compared to the Rhode Island median income in 2000 of $42,090 (US Census, 2009).
Only 20% of North Kingstown’s children are in single-parent families, compared to the State’s 30%. 29% of Rhode Island children are present when a domestic violence event occurs, whereas 30% of North Kingstown’s students are present at such an event. 7.4% of North Kingstown children are victims of child abuse and/or neglect, and 10.7% of Rhode Island students are victims (Rhode Island Kids Count, 2009).
16% of students North Kingstown students are recipients of special educational services, whereas 18% of Rhode Island students are special education recepients. 5% of Rhode Island students are English language learners compared to the 1% of North Kingstown students (Rhode Island Kids Count, 2009). A correlation can be made between the percentage of English Language learners and the percentage of North Kingstown residents of White or European-American descent.
School Analysis
Suzanne M. Henseler Quidnessett Elementary was re-named in 2008 after Suzanne M. Henseler, a teacher, a North Kingstown School Committee member (1978-19820, a Rhode Island State Legislator (1982-2002), and a North Kingstown Town Council member (2004-2008). In September 2006, Henseler lost her battle with breast cancer.
The mission statement of Quidnessett Elementary is as follows:
“Quidnessett students are Respectable, Responsible and Reach for Excellence in all areas of their lives, always striving to be positive role models academically and socially.”
(North Kingstown School Dept. Website, 2009).
Students at Quidnessett Elementary enjoy the pleasure of having a student-teacher ratio of 1:15 (North Kingstown School Department). Thirty-three teachers make up the education staff at Quidnessett, and teach fourth and fifth grade classes. The total number of students is 270 (Information Works!).
For the year 2008, the Rhode Island state attendance target was set at 90.0%. Students at Quidnessett Elementary exceeded the target, with an attendance rate of 96.3%. The participation rate for students in mathematics in Rhode Island was set for 95%. Quidnessett surpassed this target with 99.3% participation in mathematics (Information Works!, 2009).
In terms of mathematics, all students at Quidnessett Elementary met and exceeded the 2008 state target index score of 74.5%. Students of White decent scored overall 86.8%. There was no data collected for African American, Asian, Hispanic, or Native American students. Students with disabilities did not reach the 2008 state target, and scored 69.3%. No data was collected for English-language learners, however students who were economically disadvantaged surpassed the 2008 state target, scoring 77.2% (Information Works! 2009).
Like with mathematics, the participation target rate of Rhode Island students in English-Language Arts was set to 95%. Quidnessett exceeded this rate, and had 99.3% participation. All students at Quidnessett surpassed the target score of 84.1%, and scored 90.1%. Data was not collected for African American, Hispanic, or Native American students, but was collected for Asian and White students. Students of Asian descent scored 97.1%, where as students of White or European-American descent scored 90.5. Students with disabilities scored just below the state’s target score, with 72.1%, and economically disadvantaged students scored one point below the state’s target with 83.1%. No data was taken for English-language learners (Information Works!, 2009)
For the 2007-2008 school year, Quidnessett Elementary only had one instance of suspension. The student was suspended for threat and/or intimidation. The student missed two days of regular classes. The student was not reported to have any disabilities (Information Works!, 2009).
Conclusion
The North Kingstown school district, and more specifically, Quidnessett Elementary school is situated in a homologous, economically fortunate society. Due to these instances, within Quidnessett Elementary, more resources are avaliable to teachers, and in turn, children.
Residents of North Kingstown, have a higher household income, therefore pay more taxes and are more likely more educated than residents and parents in a more populated city of lower economic status (for example: Providence or Pawtucket). The population and the tax rate that a town or city has will dictate the student to teacher ratio. The more students and the less funding that a school has, the less likely is it able to have many teachers.
Due to the small student-teacher ratio, teachers are able to focus upon their students much easier and are able to clarify on certain confusions that students may have about various subjects or topics. When students have the teacher’s attention available to them, the more likely they are to do well on evaluations of that knowledge (Gelineau, 2009).
References
All references should be cited in your main text and included here in APA Style. Delete this line before you finish your draft.
Rubric for Peer Edit #1
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Quidnessett Elementary School
Introduction
Suzanne M. Henseler Quidnessett Elementary School, situated in North Kingstown, Rhode Island is a public school that caters to 270 fourth and fifth graders. Students are continuing their elementary education from Davisville, Fishing Cove, and Forest Park Elementary schools, as well as students living in the Quidnessett area of North Kingstown. There are thirty three teachers, with a ratio of ten students to one teacher (North Kingstown School Department, 2009).This analysis will use statistics to look at the success rate and economy of the community surrounding Quidnessett Elementary (North Kingstown), the district that the school is in (North Kingstown), and the school’s success rate itself. I am focusing upon demographics such as diversity, special programs (special education and English as a second language), and economic wealth of the students. This report is intended to inform anyone who wishes to compare the diverse and economic status of families with children in the North Kingstown School Department with a more diverse community and residents and families of a low economic status.
Community Background
According to the United States Census, the population of North Kingstown in 2000 was 26,326. In 2008, there is an estimated population of 26,539. The estimated median family income of North Kingstown residents between the years of 2005 and 2007 is (in 2007 inflation-adjusted dollars) $87,668 compared to the national average of $60,374.District Summary
North Kingstown is a suburban community in Washington County, Rhode Island. The total population of North Kingstown in the year 2000 is 26,326 (US Census, 2009). According to Rhode Island Kids Count, the total child population of the North Kingstown school district in 2000 is 6,848 compared to the Rhode Island state population of 247,822. (RI Kids Count!, 2009) 83.2% of North Kingstown students are in the public school system compared to the 83.7% of Rhode Island students (Information Works!, 2009).There are currently 4,528 students and 437 teachers in the North Kingstown School District. 95% of students are of European-American or White decent (Information Works!). The median income in North Kingstown in 2000 was $60,027 compared to the Rhode Island median income in 2000 of $42,090 (US Census, 2009).
Only 20% of North Kingstown’s children are in single-parent families, compared to the State’s 30%. 29% of Rhode Island children are present when a domestic violence event occurs, whereas 30% of North Kingstown’s students are present at such an event. 7.4% of North Kingstown children are victims of child abuse and/or neglect, and 10.7% of Rhode Island students are victims (Rhode Island Kids Count, 2009).
16% of students North Kingstown students are recipients of special educational services, whereas 18% of Rhode Island students are special education recepients. 5% of Rhode Island students are English language learners compared to the 1% of North Kingstown students (Rhode Island Kids Count, 2009). A correlation can be made between the percentage of English Language learners and the percentage of North Kingstown residents of White or European-American descent.
School Analysis
Suzanne M. Henseler Quidnessett Elementary was re-named in 2008 after Suzanne M. Henseler, a teacher, a North Kingstown School Committee member (1978-19820, a Rhode Island State Legislator (1982-2002), and a North Kingstown Town Council member (2004-2008). In September 2006, Henseler lost her battle with breast cancer.The mission statement of Quidnessett Elementary is as follows:
“Quidnessett students are Respectable, Responsible and Reach for Excellence in all areas of their lives, always striving to be positive role models academically and socially.”
(North Kingstown School Dept. Website, 2009).
Students at Quidnessett Elementary enjoy the pleasure of having a student-teacher ratio of 1:15 (North Kingstown School Department). Thirty-three teachers make up the education staff at Quidnessett, and teach fourth and fifth grade classes. The total number of students is 270 (Information Works!).
For the year 2008, the Rhode Island state attendance target was set at 90.0%. Students at Quidnessett Elementary exceeded the target, with an attendance rate of 96.3%. The participation rate for students in mathematics in Rhode Island was set for 95%. Quidnessett surpassed this target with 99.3% participation in mathematics (Information Works!, 2009).
In terms of mathematics, all students at Quidnessett Elementary met and exceeded the 2008 state target index score of 74.5%. Students of White decent scored overall 86.8%. There was no data collected for African American, Asian, Hispanic, or Native American students. Students with disabilities did not reach the 2008 state target, and scored 69.3%. No data was collected for English-language learners, however students who were economically disadvantaged surpassed the 2008 state target, scoring 77.2% (Information Works! 2009).
Like with mathematics, the participation target rate of Rhode Island students in English-Language Arts was set to 95%. Quidnessett exceeded this rate, and had 99.3% participation. All students at Quidnessett surpassed the target score of 84.1%, and scored 90.1%. Data was not collected for African American, Hispanic, or Native American students, but was collected for Asian and White students. Students of Asian descent scored 97.1%, where as students of White or European-American descent scored 90.5. Students with disabilities scored just below the state’s target score, with 72.1%, and economically disadvantaged students scored one point below the state’s target with 83.1%. No data was taken for English-language learners (Information Works!, 2009)
For the 2007-2008 school year, Quidnessett Elementary only had one instance of suspension. The student was suspended for threat and/or intimidation. The student missed two days of regular classes. The student was not reported to have any disabilities (Information Works!, 2009).
Conclusion
The North Kingstown school district, and more specifically, Quidnessett Elementary school is situated in a homologous, economically fortunate society. Due to these instances, within Quidnessett Elementary, more resources are avaliable to teachers, and in turn, children.Residents of North Kingstown, have a higher household income, therefore pay more taxes and are more likely more educated than residents and parents in a more populated city of lower economic status (for example: Providence or Pawtucket). The population and the tax rate that a town or city has will dictate the student to teacher ratio. The more students and the less funding that a school has, the less likely is it able to have many teachers.
Due to the small student-teacher ratio, teachers are able to focus upon their students much easier and are able to clarify on certain confusions that students may have about various subjects or topics. When students have the teacher’s attention available to them, the more likely they are to do well on evaluations of that knowledge (Gelineau, 2009).
References
All references should be cited in your main text and included here in APA Style. Delete this line before you finish your draft.
Rubric for Peer Edit #1
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.